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- Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their feeling of being in the wrong place before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficientlySkipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their feeling of being in the wrong place before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.…
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| Author details: | Anna GronostajGND, Elise Werner, Eric Bochow, Miriam VockORCiDGND |
|---|---|
| URN: | urn:nbn:de:kobv:517-opus4-405211 |
| Title of parent work (English): | Postprints der Universität Potsdam : Humanwissenschaftliche Reihe |
| Subtitle (English): | experiences of gifted grade-skippers in Germany |
| Publication series (Volume number): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (415) |
| Publication type: | Postprint |
| Language: | English |
| Date of first publication: | 2018/05/25 |
| Publication year: | 2016 |
| Publishing institution: | Universität Potsdam |
| Release date: | 2018/05/25 |
| Tag: | acceleration; grade-skipping; qualitative methodologies; social and/or emotional development and adjustment |
| Issue: | 415 |
| Number of pages: | 16 |
| Source: | Gifted Child Quarterly 60 (2016) 1, pp. 31–46 DOI: 10.1177/0016986215609999 |
| Organizational units: | Humanwissenschaftliche Fakultät |
| DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
| 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung | |
| Peer review: | Referiert |
| Publishing method: | Open Access |
| Grantor: | Sage |
| License (German): |  Keine öffentliche Lizenz: Unter Urheberrechtsschutz |
